Engaging Textbooks: Making Learning Interesting for Kids

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Discussion Overview

The discussion revolves around the effectiveness of engaging textbooks in making learning interesting for children, particularly in the context of physics education. Participants explore the idea of incorporating popular culture references, such as superheroes, into educational materials to capture students' interests.

Discussion Character

  • Exploratory, Debate/contested, Conceptual clarification

Main Points Raised

  • Some participants suggest that textbooks should be more aligned with children's interests, proposing the inclusion of characters like Batman or Spider-Man to make problems more engaging.
  • Others express that while this approach may make physics more appealing to some, it could also reinforce the perception that physics is not applicable to real-life situations.
  • A participant highlights the challenge of balancing tailored content to students' interests with the need to cover standardized material in physics education.
  • There is mention of existing literature and resources that attempt to bridge this gap, including specific book recommendations.
  • One participant notes the importance of incorporating the 'science of learning' into teacher training to improve educational practices.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the best approach to making physics engaging for children. There are competing views on the effectiveness and implications of using popular culture references in educational materials.

Contextual Notes

Participants express mixed feelings about the impact of using popular culture in physics education, indicating a lack of clarity on how to effectively integrate students' interests without compromising the subject's relevance.

Who May Find This Useful

Educators, curriculum developers, and anyone interested in innovative approaches to teaching physics and engaging students in STEM subjects.

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What a great teaching opportunity! Why aren't more textbooks gears towards kids actual interests. Most problems are so dry. Include batman or Spider-Man and kids may actually be interested!
 

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Haha, true say!
 
Greg Bernhardt said:
What a great teaching opportunity! Why aren't more textbooks gears towards kids actual interests. Most problems are so dry. Include batman or Spider-Man and kids may actually be interested!

Kidding aside, this issue consistently generates huge amounts of discussion- presenting introductory physics to biology students is but one example- http://scitation.aip.org/content/aip/magazine/physicstoday/article/66/7/10.1063/PT.3.2046

There are many books out there as well, for example https://www.amazon.com/dp/1592405088/?tag=pfamazon01-20

Reasonable people can disagree about how to incorporate 'actual interests' (and what that even means) into the introductory physics curriculum. On one hand, we are supposed to tailor the material to each student's abilities and interests; on the other, we have to teach a standardized content.

A good example is the cell phone- everyone has one, but how to discuss it within the framework of an introductory physics class? Either the reality of the device is discussed, which is too complex, or the abstracted principles are discussed, which removes the relevance.

Finally, until the 'science of learning' is formally incorporated into professional training, we will continue to generate 'faith-based' teachers who develop a teaching practice according to what they think is most effective.
 
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I have mixed feelings about this sort of thing. For some people, it makes physics interesting. For other people, it just seems to reinforce the idea that physics isn't useful in "real life." (As in, why should I care about physics if it only let's me solve contrived situations in a made-up world?)
 
Nice idea of actually creating interest in kids.
 

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